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Exploring the effects of following different tracks of study in upper secondary education on cognitive test performance
University of Borås, Faculty of Librarianship, Information, Education and IT.ORCID iD: 0000-0002-2691-9731
2017 (English)In: Cognitive abilities and educational outcomes: A festschrift in honour of Jan-Eric Gustafsson / [ed] Monica Rosén, Kajsa Yang Hansen & Ulrika Wolff, Cham, Switzerland.: Springer , 2017, 173-188 p.Chapter in book (Refereed)
Abstract [en]

The research presented in this chapter explores, using examples from an earlier version of the Swedish Scholastic Aptitude Test [the SweSAT], the possible environmental influence on cognitive test performance with respect to the effects of differences in earlier education. Relatively large differences in results between students having attended different tracks of study in upper secondary school have been noticed in the SweSAT. Obviously, this may be due to initial differences when entering these tracks. However, it may also be assumed that different tracks followed in the upper secondary schooling may influence abilities measured by the SweSAT in a different manner. The present study tentatively proposes the effects of track of study both on the observed results in a set of sub-tests and on certain ability factors previously proposed to lie behind performance on the test, after control for marks, at the end of lower secondary education.

Place, publisher, year, edition, pages
Cham, Switzerland.: Springer , 2017. 173-188 p.
Series
Methodology of Educational Measurement and Assessment, ISSN 2367-170X
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-13392OAI: oai:DiVA.org:hb-13392DiVA: diva2:1172780
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-11Bibliographically approved

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Åberg-Bengtsson, Lisbeth

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  • apa
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Output format
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